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dc.contributor.authorBlake, David
dc.contributor.authorHanley, Vincent
dc.contributor.authorJennings, Mike
dc.contributor.authorLloyd, Michele
dc.identifier.citationBlake , D , Hanley , V , Jennings , M & Lloyd , M 1997 , ' The Role of the Higher Education Tutor in School-based Initial Teacher Education in England and Wales ' , Teachers and teaching: theory and practice , vol. 3 , no. 2 , pp. 189-204 .
dc.identifier.otherPURE: 7052694
dc.identifier.otherPURE UUID: 1bb000c4-ffd5-40e0-bcca-cbbb45d4d35b
dc.identifier.otherScopus: 33745612643
dc.description.abstractRecent changes in teacher education in England and Wales have led to an increased concentration on the role of the school in the process of training teachers. There have been interesting developments in mentorship arrangements, often involving training for teachers who will take more responsibility for the supervision of trainees in school. What has been less discussed is the future role of higher education (HE) in the training of teachers and, more specifically, the role of the higher education tutor. This article presents an analysis of the role of the tutor set in the policy context of initial teacher education in England and Wales. Contrasts are drawn with international developments in teacher education, where the direction of policy is towards the involvement of higher education rather than away from it. The selection, induction, career development and the capabilities of teacher educators are considered. A case study of tutor roles on a secondary Postgraduate Certificate in Education (PGCE) course operating under Department for Education (DTE) Circular 9/92 is presented. It is concluded that HE tutors have a distinctive part to play in the initial preparation of teachers. The location of all, or too much, teacher training in schools risks the loss of an important resource in teacher preparationen
dc.relation.ispartofTeachers and teaching: theory and practice
dc.subjectinitial teacher education
dc.titleThe Role of the Higher Education Tutor in School-based Initial Teacher Education in England and Walesen
dc.contributor.institutionSchool of Education
dc.contributor.institutionSocial Sciences, Arts & Humanities Research Institute
dc.description.statusPeer reviewed
rioxxterms.typeJournal Article/Review

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